Language of Argument and Persuasion one Date: Objectives Define, see examples and use the techniques seen in the language of argument and persuasion. Try different pairs in tasks – left, right, front/behind. (Try not to be that passive person who rides others coat-tails)

Name an expensive thing you want and cannot buy by yourself. Warm-up: The language of argument is cold, robotic and factual. It is logical, not emotional. Facts, examples and reasoning (if x, then y) rule the day. (Trickery and manipulation lie in persuasion.) Name an expensive thing you want and cannot buy by yourself. List three logical (not emotional) reasons why you should have this thing.

These language genres are identical: Rhetorical questions Repetition Hyperbole Humour Identification with the audience. Metaphor Anecdote Facts Anticipatory language Emotions (Primarily Persuasive) Argument aims for the head and brain. Persuasion aims for the heart and soul.

Rhetorical language – note this down A question that is asked in order to make a point and without the expectation of a reply. It is meant to highlight or mock something. For example: Do you expect me to believe that? Who here would like detention?

You want some of your friends lunch - You want help with homework– In pairs, try and write rhetorical questions for these situations. Read the situation, write your question 1) 2) 3) 4) A student’s late for class – do you know what time it is? You want some of your friends lunch - You want help with homework– You want to change the TV channel - Your friends doing something because everyone else is but you don’t want to -

Repetition – note it down Saying a word or phrase multiple times to emphasise a point.

For example (noting this down) Homework is necessary to summarise what you know. It is necessary to understand what you don’t know. It is necessary to learn what you need to know. (What is my opinion of homework?)

Activity – again in pairs Choose a school subject. Think of three reasons it is great. Use repetition by beginning each sentence with: ‘X is great because... It is great because... It is great because...’

Hyperbole – noting down Exaggeration for dramatic effect. It is not meant to be taken literally. (Considering that people have superpowers or are crazy helps.) Examples: I could eat a horse. The teacher is going to kill me. I ran miles to get here today.

Activity – exaggerate in pairs Make an exaggeration about the following topics. For example: Teaching – I thought them so much, their heads exploded’. Sports (football, Gaelic, martial arts, etc) Homework (length, difficulty, etc) A person (McGregor, Rooney, Usain Bolt’s so fast his shoes catch fire. ) (Please no ‘Yo Mama so…. she could ……)

Metaphor The comparison of two things. One highlights aspects from subject ‘A’ and suggests a likeness to subject ‘B’. If the words ‘as’ or ‘like’ are used - ???? (I don’t know a lot about Bob but I do know what ‘ice’ is. If Bob is ‘as cold as ice’, I understand what he is like better.)

Metaphor/simile task - pairs Write out the metaphor and what you think it means. ‘Katie’s plan to get into college was a house of cards on a crooked table’. ‘She cut him down with her words’. ‘The wheels of justice are ever turning’.

Humour – note this Speeches are pointless if your audience is asleep. Keep them entertained with a joke. Comparisons and metaphors are a good place to start.

Identification with the audience This is the inclusion of the audience in your speech, making them believe that you are like them, that you share in their hardships and that you’re all in the same boat. The words ‘we’ ‘us’ and ‘our’, showing what you have in common and name-dropping are all ways to identify with the audience.

Know your audience Reference things they like.

Activity - pairs Students - 1) 2) 3) Boys - 1) 2) 3) Girls - 1) 2) 3) Below are four groups. Imagine you were asked to give a speech to them. The first thing you do is write down three things important to them. Write out three things each group would like to hear / three things they would cheer you for mentioning. Students - 1) 2) 3) Boys - 1) 2) 3) Girls - 1) 2) 3) The elderly - 1) 2) 3)

Facts Too many facts = report. No facts = opinion. Use facts to strengthen your point but do not let the fact be the only point. Give interpretations and what you think.

Anecdote / illustration Telling a story about your experiences makes the situation seem real and creates a connection with the audience too. Presume your audience doesn’t know anything. Give them an example, something they can make sense of.

Activity Homework can be hard sometimes. Write a brief story about a piece of homework you found difficult, a story that will make me feel sorry for you. (Does not have to be true – try not to exaggerate though.)

Emotive Language If something is emotive it makes people emotional. ‘Please, won’t somebody think of the children’. The mention of helpless animals and people in pain works too. (Keep it factual or it is persuasive language)

The following verse by John Donovan makes a great point (choose your words carefully). Call a woman a kitten, but never a cat; You can call her a mouse, cannot call her a rat Call a woman a chicken, but never a hen Or you surely will not be her caller again. You can say she's a vision, can't say she's a sight; And no woman is skinny, she's slender and slight; If she should burn you up, say she sets you afire And you'll always be welcome, you tricky old liar.

Anticipatory Statements When you think you know what your opponent is going to say, counter it before he says it. If you can make the audience think the opponent is going to say something (something bad he would not say), the audience will like him less and you more.

Homework 5th years – likely lots of homework from poetry and Macbeth. No homework if there is.

Homework Using all of the devices seen so far, construct a short speech that you would give to fifth years. Title ‘The school wants to change something fundamental’ (more homework, shorter lunch, new uniform) you decide – stay within reason – serious tone. You must convince us to cancel our plans. Half to One a4 page. Green card for best one – decision based on use of devices.

I think... I knew... I now know... I want to know... Reflection I think... I knew... I now know... I want to know... I was surprised when...

Language of Argument and Persuasion two Date: Objectives Continue defining, seeing examples and using the techniques seen in the language of argument and persuasion. Be able to recognise them when they appear in real world speeches.

Use the task from the next device Warm-up: Use the task from the next device